Teacher Education Program

Elementary Lesson Plan Template

Name: Alexa Smith Date(s) of implementation: May 8, 2024

Key Content Standards and CA ELD Standards (Integrated ELD): List the complete text of only the relevant parts of each content and
ELD standard. (TPE 3.1)
6.SP.5.a Summarize numerical data sets in relation to their context, such as by: Reporting the number of observations.
6.SP.5.c Summarize numerical data sets in relation to their context, such as by: Giving quantitative measures of center (median and/or
mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking
deviations from the overall pattern with reference to the context in which the data were gathered.
6.SP.5.d Summarize numerical data sets in relation to their context, such as by: Relating the choice of measures of center and
variability to the shape of the data distribution and the context in which the data were gathered.
Cross-Disciplinary Connection: (TPE 3.1, 3.3, 4.3) Incorporating Visual and Performing Arts: (TPE 1.7, 3.1, 3.3)
Students need to be able to read the instructions and vocabulary Students engage with public speaking to class throughout the
words. Statistical data is used in both science and history lesson. Students also engage with visual data sets.
classes.
Lesson Objective: What do you want students to know and be able to do? (TPE 3.1, 3.3)
Students will be able to solve for mean absolute deviation and use it to put data in context.
Students will be able to use key vocabulary to describe visual data sets.
Lesson Goals: What have you learned about students’ abilities that has informed the direction of your lesson (based on assessments,
learning experiences, IEPs)? (TPE 2.5, 3.2, 4.1, 4.2, 5.2, 5.7, 5.8)
Students have quickly picked up mean, median, range and mode, but struggled with mean absolute deviation, so the lesson was split
over the course of two days.
Prerequisite Skills: What do students need to know and be able to do in order to engage in the lesson? (TPE 3.2, 4.2, 4.4)
Students must be able to define and use absolute value and subtraction to engage with this lesson. They should also have beginning
understandings of mean and median. Students should feel comfortable analyzing visual data for patterns.

Pre-Assessment Strategies: How might you gain insight into students’ readiness for the lesson? (TPE 5.2, 5.8)
Students have completed several days of lessons on the prerequisite skills to ensure readiness for the lesson.
Backward Planning (Summative Assessment): What evidence will the students produce to show they have met the learning objective?
(TPE 1.5, 3.3, 3.4, 5.1)
Students will have met the learning objective if they are able to complete the problems in class. Students will complete a homework
assignment assessing the same standards later in the day.
Checking for Understanding (Formative Assessments): How will you monitor student learning to make modifications during the lesson?
(TPE 1.5, 1.8, 3.3, 3.4, 4.7, 5.1)
Teacher will be circulating throughout the lesson and speed up or slow down instruction based on what they see. Teacher will provide
more explicit instruction to students who are struggling.
Self-Assessment & Reflection: How will you involve students in assessing their own learning? (TPE 1.5, 5.3)
Teacher asks closing questions about what students learned. Students are aware of the essential question for the lesson, have it written
in their notebooks, and are told they should be able to answer the question by the end of the lesson. Teacher will also be circulating to
assist students with their hands raised.
 Connections Engaging All Learners
· Connections to Students’ Lives - experiences, interests, · Range of Communication Strategies & Activity Modes (TPE 3.4,
development, and social emotional learning needs (TPE 1.1, 4.7):
2.1, 4.2): Students receive instruction all verbally and visually. Students are
The warm up is related to students’ interests (Messi and seated in heterogeneous groups to facilitate leveled collaboration.
Ronaldo) Instruction is mainly student, allowing ample opportunities to
· Connections to Real Life Contexts (TPE 1.3) & Culturally collaborate with others.
Responsive Practices (TPE 4.1, 4.4):
The warm up and closing activity prompt students to think about
how statistics can be used in real life contexts.
· Promoting Multiple Perspectives (TPE 1.5, 2.2):
Students are encouraged to find their own ways to complete the
problems, with their being no one right way.

Accommodations, Modifications, and Other Strategies to Support a Wide Range of Learners (UDL, MTSS, etc.): How will you
differentiate content, process, and/or product? (TPE 1.4, 3.2, 3.6, 4.4, 5.8):
Students are encouraged to find their own ways to complete the problems. There is a table and graphing paper available for students
who prefer to use these tools. Students are seating to accommodate their specific learning needs with certain students closer to the front.
Technology: How will technology be used to facilitate students’ equitable access to content? (TPE 3.6, 3.7, 3.8, 4.4, 4.8)
Visual representations of the lesson will be available for students to view. If students seem to need more support, teacher will use
document camera to model.
Academic Language (Integrated ELD): What content-specific vocabulary, skill-specific vocabulary, text structures, and stylistic or
grammatical features will be explicitly taught? (TPE 1.6, 3.1, 3.5, 4.1, 5.7)
Vocabulary for describing data will be explicitly taught (symmetric, skewed, single-peaked, double-peaked, and uniform).
Approaches to Support English Language Learners & Standard English Learners (TPE 1.6, 3.5, 4.4):
Posted instructions are available in both English and Spanish, visuals are used whenever possible, students are seated in
heterogeneous language groups allowing them to rely on each other if they have a question.

Name: Alexa Smith Date(s) of implementation: May 8, 2024

Instructional Learning Strategies to Support Student Learning:

How will you 1) engage/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify learning
outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, 5) build
metacognitive understanding, and 6) maintain a positive learning environment that is culturally responsive?

List what the teacher will be doing and what the students will be doing.
DAY 1 of 1

Time Teacher Student Resources / Materials

5 min Team Builder Team Builder Computer, Projector, Mean

Absolute Deviation Tables
Question of the Day: Who is your Students will be talking with their
(Blank), Math Notebooks,
favorite professional athlete or tables, sharing about their favorite Pencils
professional sports team? athlete, sitting at their desks.
(projected on the board)
Teacher will read the question of the
day. Teacher will have students share
with their tables, and take three share
outs for the class.

Warm Up
10 min Warm Up Students will be collaborating with
Real Life Connections their tables, sharing strategies on how
to discover who is the better soccer
Teacher will project Messi and
player and raising their hands to
Ronaldo’s scores from the last 8
answer the questions when the
games on the projector. Teacher will
teacher indicates.
instruct students to use what they
have learned the last few days to
settle the debate of who is a better
soccer player: Messi or Ronaldo.

85 min Lesson Lesson

Teacher will ask for student volunteers Students will discuss teacher
to reiterate what was learned on questions with their table groups when
Monday. Teacher will then project the applicable and share out when called
Mean Absolute Deviation chart on on. Otherwise, students should be
board and give students time to finish focused on the teacher. Students
up from Monday. should work collaboratively with table
When students have finished, Teacher groups when asked. Students should
will ask what the difference in the be in their seats.
Mean Absolute Deviation from the two
problems means. What does a larger
Mean Absolute Deviation mean? What
does a smaller one mean?
Teacher will then take student share
outs and then ask students to write the
class answer in their notebook.
Teacher will ask students to talk with
their tables about the following
question: Does this method of showing
the average (mean) distance from the
mean help to distinguish between the
two games? How?
Teacher will then take student share
outs and then ask students to write the
class answer in their notebook.
Teacher will ask students to talk with
their tables about the following
question: Did you notice how absolute
value was used to calculate the mean
deviation in the previous problem?
Teacher will then take student share
outs and then ask students to write the
class answer in their notebook.
Teacher will ask students to talk with
their tables about the following
question: What would happen if you
did not use absolute value?
Teacher will then take student share
outs.
Teacher will then ask students to use
their data to demonstrate what would
happen if absolute value was not
used.
Teacher will ask student volunteers to
demonstrate on the board.
Teacher will ask students to talk with
their tables about the following
question: Why is it appropriate to use
a mean instead of a median to analyze
each of the basketball games from
problem 8-30?
Teacher will then take student share
outs.
Teacher will then display different
shapes of graphs with associated
vocabulary. Students will write down
vocabulary words in their notebooks
and draw the associated picture.
Teacher will ask students to talk with
their tables about what they notice
about the graphs.
Teacher will then display a series of
graphs one by one. Teacher will
instruct students to decide which
vocabulary words suit the picture best.
Teacher will use table sticks to call on
facilitators to share.
Teacher will ask students to
demonstrate this knowledge on the
graph they created themselves on
Monday. Teacher will again use table
sticks to elicit responses.
Teacher will then display a frequency
table for students.
Teacher will ask students to work as a
table to discover how many total
scores there are. Teacher will then ask
for share outs.
Teacher will ask students to talk with
their tables about the following
question: Should we use the mean or
median to find the center of this data?
Why?
Teacher will then take student share
outs and then ask students to write the
class answer in their notebook.
 Teacher will ask students to work as a
table to calculate the mean. Teacher
will then ask for share outs.
Teacher will ask students to work as a
table to calculate the mean absolute
deviation. Teacher will then ask for
share outs.
Teacher will display two histograms
that represent the amount of time it
took two different groups of 100
people to run a 5K race.
Teacher will ask students to talk with
their tables about the following
question: Which group has a greater
mean absolute deviation? Why?
Teacher will then take student share
outs and then ask students to write the
class answer in their notebook.
Teacher will instruct students to decide
which vocabulary words suit the
picture best and ask for share outs.
Cool Down
Cool Down Students are sitting at their desks,
5 min Teacher will ask students to turn and talking with their tables, sharing out
talk with their tables about one when called on.
important thing students learned in
class today and how they might use it
in real life. Teacher will take shareouts.